<![CDATA[The primary objective of this study was to measure how the implementation of the Independent Curriculum and teacher administrative workload individually and simultaneously affect teacher performance and its implications for the quality of learning at SMAN 1 Cikidang. Using a quantitative survey approach with multiple linear regression analysis, data were collected through Likert-scale questionnaires and documentation. The results revealed that when the Independent Curriculum is optimally implemented—empowering teachers to design lesson plans, express pedagogical creativity, and implement project-based learning—teacher performance significantly improves, reflecting motivation, professionalism, and innovation in teaching and learning activities. Conversely, a high administrative burden—including multiple lesson plan (RPP) documents, reporting learning outcomes, data entry through digital platforms such as PMM, and mandatory training and certification—has been shown to consume teaching time, cause stress, and hinder teaching innovation. Overall, the combination of supportive curriculum implementation and excessive administrative burden has a compounding effect: teacher performance improves only when the administrative burden is managed efficiently. When it is not, the quality of learning—including student engagement, teaching effectiveness, and learning outcomes—has the potential to decline. These findings support the recommendation to develop policies that balance both factors: strengthening the implementation of the Independent Curriculum while reducing or simplifying the administrative burden on teachers. For example, implementing an integrated performance management feature in the PMM (Public Relations and Management Supervisory Agency) to reduce duplication in reporting and free teachers from repetitive manual documentation. Supporting strategies also include technical training, the effective use of administrative technology, and the implementation of document reduction policies, such as eliminating the requirement for complex teaching modules. Narratively, this study confirms that the success of the Independent Curriculum in improving teacher performance and learning quality depends heavily on reducing insubstantial administrative burdens. Teachers need to be empowered to become teaching innovators, not bureaucrats, and only then can the quality of learning at SMAN 1 Cikidang develop optimally. Keywords: Independent Curriculum, Teacher Administrative Workload, Teacher Performance, Learning Quality.]]>
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